Price $1*50 Pet Year Single Copies 5 CentsUniversity RecordCHICAGOZbc TIlniv.ersitE of Gbicago ipressVOL. I., NO. 19. PUBLISHED EVERY FRIDAY AT 3 P.M. AUGUST 7, 1896.CONTENTS,I. The Quinquennial Celebration - 297-306" The Conditions and Prospects of Democracy," by Bernard Moses.The Fourth of July Exercises.II. Official Actions, Notices, and Reports - 306III. The University - 307-310Instruction; Music; Religious;Libraries, Laboratories, and Museums.From year to year we rejoice in the return of thisanniversary, and participate with enthusiasm in its¦celebration, not because we believe that as a nation wehave given real expression to the last word of politicalwisdom, but because we hold that the establishmentof our governmental independence represents a stepforward in the political progress of the world. Wecommemorate the beginnings of our national life,because we believe that the foundation of this government was an emphatic announcement of certain principles which will abide, although, in the process of oursocial growth, the forms may change. The institutionaltransformations of the past suggest that this nation,while it continues to be progressive, will be subject tothe common fate of organized humanity. We arepersuaded, moreover, when we consider the necessaryrelation between a certain form of society and itsproper form of government, that the change which Literary :" Talks at Teachers' Latin Conferences,"by F. J. Miller." Every Man shall have his Own," byJohn Vance Cheney, ,IV. Current Events 310-311V. The Calendar - - - ¦ - -' ¦ 312society undergoes in passing from the simple to thecomplex form is necessarily attended by modifications ofthe political organization. Under this principle which,since Montesquieu, has been one of the axioms of political science, we expect a democratic government wherever we find a democratic form of society, or whereverthere is a near approach to equality of material conditions. Under this principle, on the other hand, weexpect that, in a society where great inequality ofmaterial conditions prevails, the government maintained will be neither democratic in form nor democratic in spirit. In Switzerland, some cantons, onaccount of their natural circumstances, have beenunfavorable to the development of great wealth, andthe inhabitants have, therefore, remained in essentiallysimilar conditions; they have touched neither theextreme of poverty nor the extreme of riches. Suchcantons have continued to be democratic cantons.Entered in the postoffice Chicago, Illinois, as second-class matter.W§z (Suinqtmrntal (Sttlzbtation.The Conditions and Prospects of Democracy.By Professor Bernard Moses.298 UNIVERSITY RECORDThey have produced no large cities, but have continuedto be peopled by small farmers or peasant proprietors.They have retained the democratic spirit and' thedemocratic form of political organization. In othercantons of more abundant natural resources largecities have arisen, and society has passed to anadvanced stage of differentiation.. Marked inequalitiesof material conditions have appeared, and these cantons have not grown to be democracies, but havebecome aristocracies, both as to the forms of the societyand the forms of government.The more or less extensive manifestation of thedemocratic spirit in the institutions of every politicalsociety existing on this side of the Atlantic is the distinguishing characteristic of the history of this continent. In searching for the causes of this appearancewe cannot satisfactorily attribute it to nationalpeculiarities that have been passed on to the colonies,for the members of the colonies were derived frommany nations; and whether coming from liberalEngland, or absolutist Spain, they have shown adecided preference for the principles and practices ofdemocracy. We cannot attribute it to a consciousdetermination, for over the vast area of the continent,with nations of unlike inheritance, we cannot reasonably presume uniformity of conscious purpose. Wecannot, moreover, attribute it to any intelligent force,for the general features of national and continentallife are not determined consciously, but by the actionof forces which lie outside of the human will. Theuniversal prevalence of democracy in America must,therefore, be referred in large measure to that equalityof material conditions into which men are forced bythe circumstances of frontier life. In an old societypersons are maintained in relations of inequality as aconsequence of social differentiation, supported by thedirect provisions of law and the decrees of custom.But under the conditions which prevail where awilderness is taken for civilization, and where thecultivation of the soil is the almost universal occupation, law is in its incipient stages, custom is silent,and the restraining influence of social conventionalities is wanting. Under these conditions pretensionsto superiority are seldom made, and if made wouldfind little recognition.The universal presence of the democratic spirit inAmerican society finds an explanation in the suggestions already made concerning the conditions underwhich democracy appears, and in the further fact thatthese conditions are the inevitable accompaniment ofcertain stages of colonial life. If these conditions andtheir influence are more marked in the English thanin the Spanish colonies, the difference is due to the greater freedom from external governmental controlwhich the English colonies enjoyed. These colonieswere practically free, and took character from theirenvironment. The English colonists generally acquired whatever amounts of land they could cultivate,and each in the cultivation of his land found himselfessentially in the same position with respect to* wealth,and living essentially the same kind of life as hisneighbor. When the necessity of organizing andcarrying on a local government presented itself, theobligation fell equally upon all members of the colony,and the government which arose was a democracy byvirtue of the material equality in which the colonistslived. The forces which made the English colonies inAmerica democratic were thus the same forces thatdeveloped and have maintained democracy in theforest cantons of Switzerland.If the Spanish colonists have had a somewhat different history in this regard, it is because of the closerelation that was maintained between them and theauthorities of the mother country. From the foundation of the first Spanish settlements on this continenttill the beginning of their struggle for independence,the king of Spain held a strong hand over his American subjects. Every important feature of their lifewas prescribed by authority emanating from him.The movements of goods and the movements of persons were subject to a most arbitrary and far-reachingrestriction. The political organization, from the lowest municipal corporation to the viceroyalty, wasplanned and constructed in Europe in accordance withEuropean ideas, and the higher offices, almost withoutexception, were filled with persons of European birthand European education. To furnish an additionalforce to counteract the natural tendencies to democracy in Spanish America, the privileges and prestigeof nobility were extended to conspicuous colonists. Inview of these artificial restrictions and important conventionalities, the native forces of colonial life workedslowly and against great odds. But when the war forthe emancipation of Spanish America was ended, itwas clearly seen that the forces which make fpr democracy had not been subdued, but that even during thedomination of the Spanish king they had so farmoulded the life of the Spanish colonists that afteremancipation had been achieved no independentgovernment was possible, which did not rest on, andgive ample recognition to, the democratic principle.Even the strong an ti- democratic preferences of thegreat leaders, who had enjoyed a most extraordinarypopularity during the war, were inadequate to checkor turn aside the current of democratic sentiment.UNIVERSITY RECORD 299The English colonies furnish the best example ofdemocracy in America, largely because they were to agreater extent than any other colonies moulded bylocal influences. „The English government madelittle or no effort to restrain them by imposing uponthem the legal and conventional forms and relationsthat had come into existence in an old and complexsociety. And they found themselves, moreover, undercircumstances that favored ownership and cultivationon a small scale, thus permitting each settler tobecome a proprietor and the peer of his neighbor ;while in the Spanish settlements the system ofencomiendas provided for inequality from the beginning, and thus set up a barrier that had to be brokendown to make way for democratic progress.The equality of material conditions presented by thecolonial life of America has not only given a democratic basis to the republics of this continent, but ithas indirectly moved parts of other nations to undertake to establish democratic institutions; and thisattempt has sometimes been made where the conditions did not favor the maintenance of such institutions. Prance may maintain a republic, or a government in which the highest offices are filled by election,but in the presence of existing inequalities of materialconditions it is not to be expected that the governmentwill exhibit many characteristics of democracy. If ademocratic government were set up in a nation as faradvanced in social development as France, it wouldindicate that the nation as a whole had fallen underthe dominion of a class, that the large unprivilegedbody of the inhabitants whose individual possessionsare essentially equal had assumed control. It wouldnot, however, mean the establishment of a permanentnational government. The movement in favor ofdemocracy in the last two hundred and fifty years is tobe regarded as a movement primarily American. Thegreat European nations have felt its influence, buttheir social conditions have prevented them fromrealizing its ideal. An illustration of one of the phasesof the influence which the conditions of this continenthave exerted upon European nations may be seenwhen we consider the movement for political emancipation which filled the last quarter of the eighteenthand the first quarter of the nineteenth century. Itwas a movement of three episodes. It began with thesteps that led the English colonies to assert theirfreedom from a non-resident government, it was continued in the French Revolution, and ended with theachievement of Spanish American independence. ItsFrench phase was an attempt to realize in an old andhighly differentiated society the democratic ideas thatwere born of colonial conditions. So completely was France dependent upon America in this matterthat Professor Ritchie has felt justified in affirmingthat " every article of the French revolutionary creedhad been already formulated — and often in less carefully guarded phraseology — by the emancipated'Anglo-Saxons' on the American side of the Atlantic."To realize the borrowed ideas of this creed and makethem permanently applicable required that the societyof France should be turned back from its naturaldrift, and by artificial means made to assume thecharacteristics of a simpler form. And herein lay theinsurmountable difficulty of establishing democracyin France.In proceeding to take account of the prospects ofdemocracy, we find a reasonable starting-point in theacceptance of the propositions already considered: (1)That a given form of society tends to secure for itselfa certain proper form of government; (2) That thecircumstances which produce an essential equality ofmaterial conditions tend also to produce, among theinhabitants, equality of political rights and power, andthus a democratic form of government. From thispoint of view light is thrown on the problem in handby the facts of normal social growth. If we find in acertain early stage of civilization an essential equalityof material conditions, we do not find either similarityof tastes or equality of mental endowments; andbecause of the inequality of intellectual power, thediversity of aims, and the desire of the majority ofmen to improve their circumstances, society, underfavorable opportunities, moves away from its condition of democratic equality. With no restrictionsplaced on the movements of the individual membersof such a society, the fittest in the several lines ofactivity acquire positions cpf advantage, and the lessfit fall behind or are crowded to the wall. Thus everystep forward from the simplicity and equality of theearly agricultural stage towards the complexity ofhighly developed society is marked by an increasinginequality of material conditions. In some cases thisresult is furthered by the action of the government,either directly by grants of property or privileges, orindirectly by such legislation as tends to produceamong the persons affected diversity of advantage.But this discriminating activity of government is notnecessary to the end; essentially the same result willbe achieved by the forces inherent in an individualisticsociety. In a word, the natural growth of societyunder the forces resident in the unlike powers of theindividual members is towards various kinds of inequality, and especially towards inequality of materialpossessions. If in some regions this end has not beenreached, if a given society has retained its primitive300 UNIVERSITY RECORDsimplicity and equality, explanation of the permanenceof this equality will be found in the lack of socialprogress due to isolation, or to a lack of those naturalresources which permit social differentiation. Perhapsin those parts of the United States where the conditionsof the frontier have been left behind society has had asnearly a normal growth as in any country. There havebeen abundant natural resources, a rapidly increasingpopulation, favoring the widest division of employments, and comparatively little direct governmentalinterference in behalf of inequality. In these placesthe result of social growth has been to increase theinequality of material conditions, and this is clearlythe normal result of social growth under the influenceof merely inherent forces. Whenever the governmentor any external force interferes to give an artificialadvantage to certain persons, the effect will be only toaccelerate this movement. But in the presence of thistendency there arises from time to time a strong protest which takes the form of a proposal to return toearlier equality; yet all conscious attempts to accomplish this have hitherto been without importantresults. We are led, therefore, to regard the movementfrom equality of material conditions to inequality ofmaterialconditions as a characteristic feature of progress under freedom, particularly as it appears inindustrial society.Under the earlier characteristic social order of monarchy, inequality of possessions was sometimes directlyfurthered by extensive grants of property from thecrown, and by special exemptions from pecuniary burdens which fell upon the bulk of the citizens. Butin the characteristic life of the modern industrialnations this means of promoting inequality of materialconditions has been almost entirely discarded; butunrestricted competition in the presence of all themodern artificial appliances for production is producing a similar result. The opportunity here offered toa person of extraordinary energy and foresight to combine in behalf of his private interests the modernmeans of production gives to superior ability anadvantage not enjoyed under any other form of society.Unequal powers in the presence of common opportunities for gaining wealth give as a result unequalpossessions. Thus whether the government interferesin behalf of individuals, or simply stands for order,the outcome of industrial development, with respectto possessions or material conditions will be essentiallythe same in both cases, and that an increasinginequality.Under this movement, and by the very nature oftheir differentiating affairs, and the varying magnitudes of their industrial and commercial interests, men are drawn towards different forms of life andactivity; and thus, as a result of free social progress,society, in the course of time, inevitably becomesmarkeid by classes, becomes undemocratic, and this inspite of the non-recognition. of these classes by law.If, as here indicated, the democratic form of societydisappears under normal social development, we haveonly to apply the already accepted principle concerningthe relation of the form of society to the form of government, in order to make clear the proposition thatthe passing of democratic society means the passingof the democratic element in government. The process, however, is neither rapid nor uniform in all partsof a given country. Every stage in the progressalready made in the United States is represented inthe present by some part of our society. The twoextremes, the beginning and the present culminationof the movement, are represented by the agriculturalfrontier and by the large cities. This frontier is notmerely the region where the wave of westward migration breaks on the shore of barbarism, but it is alsofound in the interior of older states; the isolated ruralparishes of Missouri or Indiana have today the essential qualities of frontier life. The influences thatmade for democracy in the colonial days survive here,and here lie the basis and hope for the continuance ofdemocracy in America. In the cities, however, whichstand for an advanced stage of social development,there is the widest departure from the condition ofmaterial equality. The gulf which separates socialclasses becomes wider, and the undemocratic spirit ofthe great city becomes every year intensified. Everyyear, moreover, its domination of the rural districtsbecomes more complete. With the relative fall ofrural independence, and the growing subjection ofthe country population to the ideals and purposesof the city, we behold the decline of the conditionsand the forces that have given to this nation its democratic character, and thus furnished the basis of itsinstitutions.In this view the present flight from the country tothe city appears of vast importance. For the individual, it means the gratification of new wants, but itdoes not mean that in the gratification of these wantsa higher life is necessarily realized, or a clearer prospect opened to posterity. It means a renunciation ofthe dignified independence of one who tills his ownsoil; and indicates a willingness on the part of anincreasing number of persons to be dependent onundertakings initiated by others. It means, for thestrong few, wealth, power, and a fuller experience ; itmeans, for the weak many, lives burned out by anelectric current they are unable to bear.UNIVERSITY RECORD 301With respect to the nation, it means a more thanproportionate growth of that part whose circumstancesare unfavorable to the development or maintenance.of the democratic spirit. This movement is significant,,moreover, on account of the fact that this populartide has hitherto been seen to run in only one direction. There is nowhere a record of a popular migration from the great city to the country, in which is,revealed a disposition, on the part of the personsmigrating, to take up the genuine life of the country.When it is remembered, therefore, that not manygenerations may be maintained in high efficiencyunder continuous life in the great city, it will be seenthat any change in the population which builds upthe city and depletes the country not only makes thecontinued reign of democracy impossible, but eventhreatens the existence of civilization itself. And sofar as may .be seen from our present point of view theprincipal forces that have produced the recent striking growth of large cities are permanent forces. Oneof these is found in the growing sensitiveness of thewhole body of the people under the influences that areinducing a higher degree of popular enlightenment.Through this the loneliness of existence in the countryis made to appear oppressive, and the gregarious andexciting life of the city extremely desirable. As it isimpossible for the ordinary man, who has been bredunder the pleasurable irritations of the city, to go withsatisfaction to the silent and dull life of the country,so is it impossible for the countryman to remain contented after his imagination has been awakened byfrequent communication with the city. This attitudeof the dwellers in the country towards the city is notlikely to pass away in a society growing from simplicity to complexity, but is likely to be confirmed andemphasized by the further development of rapidtransportation. As soon as the dwellers in the countryhave been made to feel the intellectual wants of theage, they are bound to become conscious that thesewants can be satisfied only at the great centers ofpopulation. In the same direction operates the forceof material interests. The extension of the means ofrapid and cheap transportation has tended to makethe cities distributing points for the products of thecountry, and thus the cheapest place for the retailedpurchase of such products. By this the costliness offood, the great obstacle to living in large cities, hasbeen removed, making way for the attractions of citylife to become effective. It may thus be seen that theinfluences which contribute to the enlightenment andelevation of the country people, and lead them to seektheir temporal advantage, at the same time tend toinduce them to desert their ancient conditions, and to cause the rural districts to lose that character whichhas made them the promoters of democracy.Although the recent extension of the power exer-cised by the people in some of the European nations,appears to be a movement towards democracy, it isnevertheless not to be regarded as a counter movementto the tendency already observed ; it is only the resultof the abolition of privileges previously granted andupheld by the government. As long as these privileges are maintained, social growth proceeds alongartificial lines, and the forces of free competition are;more or less checked by hereditary advantages ordisadvantages. The maintenance of legal privilegeshas, therefore, preserved an artificial inequality, which,in so far as it has been supported by these privileges,tends to disappear when they are removed. As soonas the arbitrary interference of government ceases, thenations concerned become subject to the forces of freeindustrial life. The apparent drift towards equalityand democracy, on the removal of governmentalprivileges, is, therefore, only a temporary movement.That no real democracy is about to be attained inthese nations becomes evident when it is rememberedthat they have entered the industrial stage of civilization, and are, therefore, subject to the forces alreadyconsidered, which make for inequality, and lead awayfrom democracy. European society, therefore, presents two phases of the transition movement. It isslowly setting aside legal privileges, and is already faron the course of economic differentiation. The English colonists in America stood in contrast withexisting European society in that they were rid oflegal distinctions before they had made any important industrial progress, when, in fact, their equality ofmaterial conditions made democracy possible. It isnot possible for these conditions to appear in Europe,and there is consequently no ground for the expecta^tion that the great nations of Europe will becomedemocratic.Under the forces of normal development, societygrows away from the democratic idea, and consequently away from that condition in which the democratic element appears as a conspicuous and effectivepower in the government. This conclusion appearstrue in its application although the nation in questionmay have accepted the Christian doctrine of thebrotherhood of man, or although the individual members of the nation may seem to have found in theexisting government the realization of their politicalideals. Devotion to these ideals has been manifestedin many ages and in many countries, yet stability offorms is not a striking feature of general politicalhistory. Change has been the rule, except in isolation,302 UNIVERSITY RECORDor when the physical means of social developmenthave been wanting. In this respect, democratic stateshave shared the common destiny. Our belief that forour country we have reached a final form of politicalorganization, is no more significant than similarbeliefs entertained by other nations. Other nationshave hoped for the perpetual preservation of theirsocial forms with hopes as well-grounded as thoseentertained by Americans ; yet they have seen thespirit of their institutions depart, and the historianhas finally noted the fact that the ancient institutionshave been superseded by others.I think of the magnificent structure erected byCaesar. When the Roman Empire had lasted anhundred years, it was still in its infancy. The closeof the second century saw it in increased renown andundiminished vigor. And as it passed the end of thethird century, it was guided by one whose acts revealthe prophetic insight of a statesman. And not untilafter four hundred years was its existence seriouslythreatened by external shock. To have said duringthe first three hundred years of its existence that theRoman Empire had failed, as some have said of theAmerican Republic in its first hundred years, or tohave said that it was established to last forever, as ourpatriotism prompts us to say of our government,would clearly have been a false judgment. TheRoman Empire may not have had all the qualities of awise and efficient government, but for many generations it answered to the highest political ideal of thecivilized world. In the third century it had not failed,yet in the course of time the society of Europe outgrewit, and it passed away. And we hav» not more groundsfor supposing our political ideal final than had thepeople of the Empire.In view of the dependence of democracy on transitory material conditions, and the absence here ofconspicuous obstacles to change, America appears tobe drifting towards a state of society less democraticthan that of the present. In cases of such a transitionthe departure of the democratic spirit is not immediately followed by the overthrow of democratic institutions. This is abundantly illustrated in political history. While Mexico, in her actual administration, isas completely a monarchy as Spain, she retains all theconstitutional forms that were created to give expression to the spirit of democracy. Rosas, of the Argentine Republic, found it unnecessary to change the law,or to modify the conditions of universal suffrage, inorder to maintain absolute rule. Whenever, in thenormal growth of society, it becomes necessary for thegovernment to adapt itself to the modified character ofthe nation, this is not necessarily accomplished, by a sudden revolution, or by any process attracting popular attention. Gradually and by an almost imperceptible movement, one department or element in agovernment assumes functions not originally accordedto it bylaw, but which are later confirmed by law; andthus while the governmental form changes, the idealsof the people change also. The Roman Republic grewinto the Empire, in spite of the strong devotion torepublicanism which the people had previously manifested ; and because they had gradually accepted newideals, there was no more popular dissatisfaction withauthority under the later than under the earlier form.Such a transition is in some sense characteristic of thechange through which a growing society passes indeveloping along the line of least resistance.In so far, therefore, as the extreme democratic formof administration involves the maximum of governmental friction, will there appear a tendency to departfrom it as the business of government becomes difficult,by reason of the great variety and technical characterof the practical problems, or as the need for promptand decisive action becomes imperative. The properconduct of military affairs, whether under republicanor monarchical rule demands such action; consequentlythe army of a democratic state has essentially the sameorganization as the army of a monarchical state ; andthis organization is determined by the conditions andpurposes of military life ; by the social disposition toproceed by the course of greatest institutionalefficiency. Furthermore, in its essential nature agreat city in America does not differ materially froma great city in Europe. There may be certain artificialor accidental differences, but as a social product one islike the other. They stand for the same things in thehistory of progress ; and if one form of administrationis found to be better than all others in one country, itis to be expected that rational progress will lead to theacceptance of this form in other countries. If themethod of municipal administration by a strongcentralization of power is found to be most effective inEngland, France, and Germany, there is no reason forsupposing that a different method for a similar bodywill be most effective in America.Although the consequences of social developmentwhich we have considered may not be nullified byconscious effort, yet it may be possible for the nation,through whatever forms its institutions may pass, tohold to certain fundamental and characteristic principles of its life. In politics as well as in religion thismay be done by a return to the principles of thefounders. Frequent recurrence to the simple doctrines and zealous lives of the early Mohammedanshas kept Mohammedanism a force in the world. TheUNIVERSITY RECORD 303strong traditions of the Hebrews, binding the later' generations to the principles and lives of the earlyheroes, have preserved that people true to itself, andgiven, it a consistent life through centuries of trial.Christianity might have drifted into lifeless formalism,but that ever and anon the Christian world has beenaroused to lift its eyes from the material interests ofthe day, and contemplate the sublime spiritualism ofthe early Christian teachers. What has been foundneedful to keep a religious community in healthfullife, is equally needful for the broader life of a politicalcommunity. If the nation would be true to itselfthroughout its changes of governmental forms, growthmust proceed on the basis of its essential and fundamental ideas. Like a religious system, it must seek tokeep its primitive principles dominant, and if at anytime they are lost to sight, the nation must be awakened by the preaching of a revival. The world grownindifferent to primitive Christianity was awakened bythe preaching of Saint Bernard, which was echoedfrom hill-top to valley and from valley to hill-topthroughout Southern Europe. Again, absorbed in thedelights of ancient learning and the external glories ofartistic creations, there was needed the sublimefaith and heroic devotion of Luther and Loyola torecall primitive Christian teachings to the hearts andminds of a worldly generation. Politically we haveA series of exercises in connection with the Quinquennial Celebration of The University was held uponthe Fourth of July. The day was introduced by areligious patriotic service held in the chapel of CobbLecture Hall. Addresses were made in celebration ofthe day and in illustration and enforcement of theidea that true religion and true patriotism are one.These addresses were made by Professor George AdamSmith, of Glasgow, Scotland, and by the Rev. W. H. P.Faunce, D.D., of New York City.Following this service came the presentation of thenational colors to The University by the First Regiment of the Illinois National Guard. A flag-staff hadbeen erected upon the quadrangles, around whichgathered the members of The University and the FirstRegiment, the latter having marched from their armoryin full regimental uniform to the University quadrangles. The address of presentation was made bythe Colonel of the regiment, Henry L. Turner, andthe response was given by the President of TheUniversity. At the conclusion of these addresses, the fallen on barren times like these. Our generation iseither indifferent to the political doctrines whichunderlie our social organization, or absorbed in thewonders of our own physical creations. We have needof a political revival, an awakening of the patrioticconscience.We may not suppose that as a nation we havereached a point in the development of social and political forms beyond which we shall not advance; tosuppose this is to presume that the active practicalintelligence which this nation has displayed for anhundred years will suddenly become paralyzed, andsocial stagnation settle over the land. As long as thenation moves with the current of progress, our institutions will continue to change to meet the demands of thedeveloping spirit. Yet this fate which stands beforeus need not awaken alarm. We live not for the nameof the party or the name of the government, but tomaintain the party or the government as an effectiveagency in attaining the ends of a more perfect civilization. My patriotism finds its supreme gratificationnot in contemplating the present national organism ascontinuing unchanged for yet a thousand years, butrather in dwelling in thought on this nation, organizedunder whatever form may be conducive to its high purpose, leading the other nations of the world in all thatexalts and glorifies life.flag was hoisted to the peak of the staff and the saluteappropriate to the occasion was fired by the regiment.The company then passed to the convocation tent,where a patriotic address was delivered by ProfessorBernard Moses, of The University of California, on thesubject, " The Conditions and Prospects of Democracy."At the close of this oration the regiment was invitedto the women's quadrangles, where a lunch was servedto them, after which they returned to the city.The Remarks of Professor Smith at the Patriotic ReligiousService.Mr. President and Friends :I feel it somewhat of presumption in me to comeforward on a morning like this, dedicated to thecelebration of your national independence, and Iwould not have done so except under the command ofone whose influence you can appreciate much betterthan I. It is with timidity and diffidence that I dointerpose the voice of another nation than yours.The Fourth of July Exercises.304 UNIVERSITY RECORDI should like to preface what I have to say by a fewwords in the direction of claiming for myself and formy countrymen, with all deference, a share of pride inthe achievements and the progress of your greatnation. As I said on Wednesday in the tent, I amquite sure there is no healthy- minded fellow-countryman of mine who grudges you the remarkable successand progress with which God in his providence hasseen fit to bless you. I know that you come to ourlittle island feeling that our history is part of yourhistory also. I know that you visit our universitiesand battlefields, feeling that they are as much yours asours. In coming over to this side of the Atlantic, wealso partake of a reciprocal and mutual sentiment, andin visiting the great scenes of your history we feel, toa certain degree, a feeling of ownership and a feelingof pride as well. If you will pardon a personal reminiscence, I will say that some of the most inspiring ofmy youthful recollections are the memories of yourown Civil War. I still remember how the illustratedpapers came into my father's house when I was a littleboy, and those papers were full of the pictures containing the conflicts of American armies ; and so wegot our first impressions of America from the fouryears' struggle on this side of the Atlantic. Pardonme for introducing myself to you in this fashion.If one thing, more than any other, has distinguishedthe Anglo-Saxon, or, I should rather say the Teutonicrace, — for happily the American nation is larger thanthe Anglo-Saxon and has adopted into it a large partof the Teutonic, — it is to the extent to which theirpatriotism is rooted in the things unseen. There isalways a tendency on the part of all men to show theirpatriotism in the things that are seen. The truestpatriotism is the patriotism that gets behind thesethings and is rooted in the things that are unseen andeternal ; and I believe this is the secret of your progress and of our progress. Whatever our faults havebeen, and they have been many, there has alwaysremained in both of us the feeling of the nation thatin prayer and in holy living we have found thosevirtues which have made us both strong and prosperous.Now, I think that the Lord himself on this line isour great Standard and Exemplar, and I should liketo remind you of the lessons that he has to teach uson this subject. Our Lord always made prayer thegreat battlefield of life. If you should ask what werethe most quiet moments of our Lord's life and whatmoments were the most stormy, you would all say thatthe moments of the utmost quiet were those which werespent in prayer, and the moments spent in conflictwith the people and with the rulers and judges were the most stormy. If, in thoughtlessness, we shouldgive such an answer, we should be far from the truth.He performed his miracles with a single word; hepassed through those great conflicts with the peopleand the religious authorities in perfect peace ; and hemet the absolute power of Rome with the answer," Thou couldst not have power over me except that itwas given from above." The fact is that the hours hespent alone with his Father and upon his knees werehours that were full to the brim with the struggleand temptation and agony. The gospels give us aninsight into our Lord's prayer chamber and thoseglimpses always show him in greatest struggle. Takethose two pictures of our Lord, the picture of him inthe garden under the trees in the darkness boweddown by that intolerable agony, and the picture whenhe stood a few hours later in the morning sunshineand faced the whole majesty of Rome. Only he whohad remained through those hours of darkness metthe morning light with that calm and steadfast bearing. The secret of public power, the secret of readiness to serve the country, is found in the making ofprayer the battlefield preparatory to all trials of life.The man that faces the day's public duties unprepared by prayer is the man that shall fight all thatday with besetting enemies. If we begin the day'sduties by prayer, we shall walk through all the daysto come as our Lord and Saviour himself walked. Noman and no woman can do their country a greaterservice than by thus rendering an account to God ofthe duties he has laid upon them in secret, the battlein whose presence sends us forward through lifegathering peace and joy.Address of Colonel H. L. Turner in Presenting the NationalColors.Mr. President :The First Infantry of Illinois presents its compliments to The University of Chicago and bids me, in itsname, make gift to you, of our national flag. I deemit a delightful duty to stand thus in friendly courtesybetween one of the great patriotic modern regimentsand one of the most loyal progressive educationalinstitutions of the time; and on this, the Nation'sbirthday, offer as a token of goodwill the emblem ofall that is highest, noblest, freest in human government.This gift of ours — this flag, the Stars and Stripeswe entreat you to accept at our hands. Swing it tothe peak yonder. There let it fly year by year teaching these young people its gracious lesson of duty andloyalty.UNIVERSITY RECORD 305It needs no recommendation, no endorsement fromus. It has written a brilliant, a glorious, record onthe century. It is the very heart of liberty. There ishonor in it for the splendid things done under itsleadership, and for all the terrible things left undone;for self-government established, for slavery abolished,for persecution and conquest abstained from. Thereis peace, f orgetf ulness and reconciliation in it. Thereis hope in it, humanity's hope for universal freedom.There is sympathy and succor in it, for the Cuba oftoday and the oppressed of days to come. There isrest in it, rest for the world's unrest and discontent.There4 is beauty, grace and grandeur in it. In thecold gray mist of morning, at noonday, and when itcomes fluttering down at evening, when peace like thebreath of blessing is in the air, and in the overmastering turmoil of battle, — it is always the same fascinating, self -poised, radiant creation.There is a mighty inspiration in it, when with itswar radiance about it, every star blazing, every colorflaming, it lifts the timid and the cowardly into courage and high resolve and makes of every brave man ahero.Whatever of romance, of sentiment and glory anyflag possesses, whatever of devotion and loyalty itgathers, comes through the red agony of war. Godknows the Stars and Stripes has won its halo throughblood and tears enough. It has plucked its divineillumination from the glorified souls of an unnumbered,unforgotten army of heroes.God bless the flag. Enshrined in the love of a greatpeople it shall float on and on in deathless immortality.The President's Remarks in Acceptance of the NationalColors.Colonel Turner, Gentlemen of the First Regimentop the Illinois National Guard and Membersof The University :Single events sometimes take place in the lives ofindividuals and of institutions which affect most signally their character. Such an event, we hope thiscelebration may prove. An education which does notcarry with it the inculcation of patriotic feeling is anarrow and injurious education. Everything thatbrings a stronger appreciation of the privileges andobligations of citizenship deserves the most earnestand emphatic welcome. As an institution of learning,The University of Chicago recognizes the obligationwhich rests upon it, if it would be true to the highestinterests of the community in which it has been estab lished, to cultivate in the hearts of men and womenwho are its students and officers those f eelitigs which,when properly directed, make for true loyalty andtrue citizenship. We hail, therefore, this event asamong the most important events of our short history.The institution has been singularly fortunate in receiving gifts for its endowments and buildings. But thegift which you, the official representatives of the commonwealth of Illinois, today present us, is one whichbecause of what it represents we receive more gladly,and we shall cherish more warmly than any that hasbeen given.Every nation has its symbolical ensign which floatsfrom its war ships and under which its armies marchto battle. In times of peace this ensign is the visibleemblem of the national commerce on the high seas,and of patriotism on land and on water. Many nationalities paint on their banners the forms of birds andbeasts and fishes ; but our fathers found their imagerynot on land or in water, but in the heavens above.They represented the thirteen united colonies bandedin defence of self government as a new constellationglittering in the blue of heaven. The union of thecolonies was typified by the thirteen stripes. Thewhite represented the purity of the cause for whichbattle was made ; the red represented the blood whichwas shed by the sons of the revolution on so manybattle fields. The first flag adopted by congress inJune 1777, made up of thirteen stripes and thirteenstars, was used by the army at the battle of Brandy-wine in September 1777. In 1794 two new stars andtwo new stripes were added for Vermont and Kentucky. Under this flag of fifteen stars and fifteenstripes the naval war with France, the war with Tripoli and the war of 1812 were fought. It was in 1818that the law now in force was enacted. Thirteenstripes for the thirteen original states, and one starfor each present state. The symbolism of "Old Glory 'rand its history alike fire the heart with love and patriotic feeling.The circumstances under which these colors arepresented to The University make this event all themore striking and significant. The work of the armyand the work of educational institutions are after allclosely related. Both have to do with the removal ofignorance and its results. The work of The University is slow. Intelligence and the correct idea of individual rights may come only with slow and patienteffort. There are times, therefore, when in order thatjustice may be executed, in order that the evil resultsof ignorance may be checked, the strong arm of military power must be lifted up. It is the prayer ofChristendom that intelligence and love may fill the306 UNIVERSITY REC ORDworld, and the time may come when there shall be nomore war. Entirely consistent, however, with thespirit of peace is the spirit of patriotic duty. Thisflag, as it unfolds above us, will incite every man andwoman to the highest ideals of civic life and serve asan expression of the feeling of loyalty and love whichshall fill our hearts.To you, Sir, and to the gentlemen who are associatedwith you, we tender our most sincere thanks for thecompliment which you have paid us today, for thegift which you have bestowed upon us, for the lessonGeneral University Meetings.Instead of the usual monthly meetings of the severalschools there will be held during the Summer QuarterGeneral University Meetings of all Divisions of TheUniversity, once a week. The next meeting will be onWednesday, August 12, at 1:30 p.m., in Chapel, CobbLecture Hall.Address by The President on " The Work in TheUniversity for Higher Degrees."Reports of Courses.Instructors are requested to observe the followingnotice :All courses which close at the end of the first termof the current quarter are to be reported to theExaminer on the official blanks at that time.Courses which are continued through the quarterare to be reported only at the end of the quarter, andinstructors will specify " 1st term only " or '* 2d termonly " in the cases of students present during only oneterm.If any instructor fails to receive the necessaryblanks through the Faculty Exchange, the blanksmay be obtained at the Examiner's office.H. P. Judson, Dean.Registration of New Students.Tuesday and Wednesday, August 11 and 12, thedeans will register new students for the Second Term.Office hours will be posted on the bulletin boards. which, although received by us before, you have againtaught us more clearly and more definitely. Todaythe First Regiment of the Illinois National Guard isthe teacher, and The University of Chicago is thepupil. May we receive the lesson in the spirit withwhich you have taught it, and may this lesson, anobject lesson of significant character, be taken toheart in such a manner as that so long as the agesendure The University of Chicago shall represent athome and abroad the highest and noblest principlesof city and state and national citizenship.Office Hours of the Deans.SUMMER QUARTER.For all Graduate Students : Dean Judson. Cobb Hall,Boom 9 A. 11:30 a.m. to 12:30 p.m., Tuesday-FridayFor men in the Senior Colleges and UnclassifiedStudents : Dean Terry. Cobb Hall, Room 4 A. 8:30to 9: 30 a.m., Tuesday-Friday.For men in the Junior Colleges: Dean Capps.Cobb Hall, Boom 4 A. 9:30 to 10:30 a.m., Tuesday-Friday.For women in the Colleges and Unclassified Students: Dean Bulkley. Cobb Hall, Room 4 A. 5:00to 6:00 p.m., Monday and Thursday; 11:30 a.m. to12:30 p.m., Tuesday and Friday.For all Divinity Students : Dean Johnson (Acting).Haskell Oriental Museum. 10:30 to 11:30 a.m., Tuesday-Friday.Examinations for the First Term.The Examinations for the First Term of the Summer Quarter will be held on Monday and Tuesday,August 10 and 11, according to the following schedule:Exercises held at Will have the examination7:30 Tuesday, 4 : 00-6 : 00 p.m.8:30 Monday, 8: 00-10 :00 a.m.9:30 " 10:00a.m.-12:00m.10:30 " 2: 00-4 :00 p.m.11 : 30 Tuesday, 8 : 00-10 : 00 a.m.2 : 00 "10 :00 A.M.-12 :00 M.3:00 " 2:00-4:00 p.m.4:00 Monday, 4: 00-6: 00 p.m.©fficiai ^cttatts, Notices, anir fteports.OFFICIAL NOTICES.UNIVERSITY RECORD 307INSTRUCTION.Departmental Announcements.IV. HISTORY.Professor Bernard Moses delivers three lecturesin the Chapel, Cobb Lecture Hall, as follows :The Laborer's Expectation of Socialism, August 5.Art and Life in Spain, August 6.The "War of Independence in South America,August 7.VIII. SEMITIC.Dr. James H. Breasted delivers weekly lectures on" History and Civilization of Egypt," Fridays, at 8:00p.m., Kent Theater. These are the topics and dates :The New Empire, August 7.Egyptian Art, " 14.The lectures are illustrated with the stereopticon.XI. GREEK.The Voluntary Reading Class in Greek will meetregularly during the summer under the direction ofMr. Capps, on Fridays, at 4 p.m., in B 2, Cobb LectureHall.Head Professor Shorey delivers three public lectures on successive Fridays at 5:00 p.m., in theChapel, Cobb Lecture Hall, as follows :The Poets as Liberating Deities, August 14.Tennyson's Philosophy, " 21.Pagan Preaching in the Second Centuryafter Christ, " 28.XII. LATIN.A series of Conferences for Teachers is heldweekly on Wednesdays, at 4:00 p.m., in Cobb LectureHall, under the direction of Assistant Professor F. J.Miller.XIII. ROMANCE.Assistant Professor Geo. C. Howland deliversthe following public lectures on " Italian Literature "on successive Tuesdays, at 5:00 p.m., in Lecture Room,Cobb Lecture Hall.Tasso, August 11.The Court of Urbino, " 18.Public Lectures are given in French on " Literature f rancaise," by Dr. Rene de Poyen-Bellisle, on successive Thursdays at 5: 00 p.m., in Lecture Room,Cobb Lecture Hall. These are the subjects and dates :La poesie d'aujourd'hui, August 13.XIV. GERMAN.Public lectures are delivered by instructors of theGermanic Department during the Summer Quarter on Mondays, at 4:00 p.m., Lecture Room, CobbLecture Hall, as follows :Associate Professor Cutting.Stellung und Ideale des schwabischenDichterkreises, August 10.Dr. Dahl.1. Ibsen's Social Dramas, I, August 17.2. Ibsen's Social Dramas, II, " 24.XVI. BIBLICAL LITERATURE IN ENGLISH,Associate Professor Mathews will deliver fivelectures on " The Social Teaching of Jesus," in theAssembly Room, Haskell Oriental Museum, on successive Tuesdays, at 5:00 p.m., beginning August 25.XVII. MATHEMATICS.The Mathematical Club meets in Ryerson PhysicalLaboratory, Room 35, Friday, August 14, at 7:45 p.m.Professor Bolza: " On Higher Complex Quantity."XVIII. ASTRONOMY.Professor E. E. Barnard delivers the last of threepublic lectures on "Recent Progress in Astronomy"on the following date :Comets and Meteors, August 13.The lecture will be given in Kent Theater at 8 p.m.,and is illustrated with the stereopticon.XXII. ZOOLOGY.Assistant Professor Edwin O. Jordan deliversthe second of two public lectures on "The GermTheory of Disease and its Recent Developments" inKent Theater, Friday, August 7, at 5 : 00 p.m.THE CLASSICAL CLUB.The Classical Club will meet Saturday evening at8: 00 p.m. in B 2, Cobb Lecture Hall. Papers will beread as follows :Mrs. Grace Pinkerton — "Some Metrical Inscriptions."Miss Mary B. Harris— "A Phase of Epicureanism."308 UNIVERSITY RECORDMUSIC.Voluntary Courses in Music.Wardner Williams, Instructor in Music.Elementary Vocal Music.^ — Tuesday, at 5:00 p.m.Harmony. — Monday and Thursday, at 8:30 a.m.Theory of Music— Tuesday and Friday, at 8:30 a.m.History of Music. — Wednesday, at 8:30 a.m. The Husical Lectures and Recitals.Musical Lectures and Recitals are given in KentTheater, Wednesday afternoons at 5:00 o'clockthroughout the year.A Recital was given Wednesday afternoon, Aug. 5,by Mr. L. Gaston Gottschalk, Baritone, Miss MayHudson, Violinist, and Mrs. Carrie R. Crane, Accompanist.RELIGIOUS.The University Chaplain.The University Chaplain, Associate ProfessorC. R. Henderson, can be found, during his office hours,from 1:00 to 1:25 p.m. in C 2, Cobb Lecture Hall,Tuesday. Thursday, and Friday.The chaplain for the week, Monday, Aug. 10, toFriday, Aug. 14, will be Assistant Professor F. J.Miller. Chapel Service at 1:40 p.m.Vesper Service.Vesper Service, Sunday, Aug. 9, will be conductedby Head Professor Harry Pratt Judson, who willspeak on "An Obsolete Law." Kent Theater, at4:00 p.m.Church Services.Hyde Park Baptist Church (Corner Woodlawn avenue and56th street) — Rev. N. S. Burton, Acting Pastor. Preachingservices at il:G0 a.m. and 7:45 p.m. Bible School and YoungMen's Bible Class, at 9:30 a.m. Young People's Society ofChristian Endeavor Monday Evening, at 7:45. Week-dayPrayer Meeting Wednesday evening at 8 : 00.Hyde Park M. E. Church (corner Washington avenue and 54thstreet)— Rev. Mr. Leonard, Pastor, will conduct services Sunday, at 10 : 45 a.m. and 7 : 30 p.m. ; General Class Meeting at 12 : 00 m. ; Sunday School at 9 : 30 a.m. ; Epworth League at 6 : 30 p.m. ;General Prayer Meeting, Wednesday, at 7 : 45 p.m.University Congregational Church (corner 56th street andMadison avenue)— Rev. Nathaniel I. Rubinkam, Ph.D., Pastor*Preaching Services at 11 : 00 a.m. No evening services during thesummer. Sabbath School and Bible Classes at 9 : 45 a.m. ; JuniorYoung People's Society of Christian Endeavor at 3:30 p.m.;Senior Young People's Society of Christian Endeavor at 6 : 45 p.m. \.Wednesday Devotional Hour, at 8 : 00 p.m.Hyde Park Presbyterian Church (corner Washington avenueand 53d street)— Rev. Hubert C. Herring, Pastor. PublicChurch Services at 10 : 45 a.m., and 7 : 30 p.m. ; Sunday School at12 : 00 m. ; Junior Endeavor Society at 3 : 00 p.m. ; Young People'sSociety of Christian Endeavor at 6 : 45 p.m. ; Mid-week PrayerMeeting, Wednesday, at 7 : 45 p.m.Woodlawn Park Baptist Church (corner of Lexington avenueand 62d_ street) — W. R. Wood, Pastor. Bible School at 9 : 30 a.m. ;Worship and Sermon at 11 a.m.; Young People's DevotionalMeeting at6:45p.M; Gospel Service with Sermon at 7: 30 p.m..General Devotional Meeting, Wednesday evening, at 7:45. Allseats are free.Hyde Park Church of Christ (Masonic Hall, 57th street, eastof Washington avenue)— Services : Sunday at 11 : 00 a.m. ; SundaySchool at 9 : 45 a.m. Young People's Society of Christian Endeavor at 6:45 p.m. Preaching by Rev. H. L. Willett, Ph.D.St. PauVs Protestant Episcopal Church (Lake avenue, northof 50th street)— Rev. Charles H. Bixby, Rector. Holy Communion, 8 . 00 A.m. every Sunday, and 11 : 00 A.m. first Sunday ofeach month. Morning Prayer with Sermon, 11:00 A.m. Men'sBible Class at the close of the eleven o'clock service. SundaySchool, 3 : 00 p.m.LIBRARIES, LABORATORIES, AND MUSEUMS.During the week ending August 4, 1896, there hasbeen added to the Library of The University a totalnumber of 172 books from the following sources :tBooks added by purchase, 132 vols.Distributed as follows :General Library, 51 vols.; Pedagogy, 12 vols.; Political Economy, 7 vols.; Sociology (Folk-Psychology)* 2 vols.; Sociology (Divinity), 7 vols.; Comparative Religion, 1 vol.; Comparative Philology,1 vol.; Greek, 15 vols.; Latin, 6 vols.; English, 6 vols.; Mathematics, 1 vol.; Physics, 1 vol.; Geology, 8 vols.; Physiology, 10 vols.; Church History,.2 vols.; Homiletics, 1 vol.; Morgan Park, 1 vol.Books added by gift, 38 vols.Distributed as follows :General Library, 37 vols.; Sociology, 1 vol.Books added by Exchange for University Publications,2 vols.Distributed as follows :Sociology, 1 vol.; Sociology (Divinity), 1 vol.UNIVERSITY RECORD 309LITERARY.Abstracts of Addresses and Papers.Talks at Teachers' Latin Conferences.*I. The Teacher's Musts.1. He must know what are the bounds of knowledge in hisown subject. What is to be known? What are the problemsand difficulties ? What occupies the interest of teachers andscholars ?2. He must know his subject far in advance of his teaching.3. He must be a student, continually entering new fields,especially in his own department ; (a) in order to enlarge hisown horizon, (6) in order to keep in sympathy with students.4. He must teach as one having authority, the authority notonly of others, but of his own discoveries.5. He must be systematic in the presentations of the subjectmatter. Every day should see some distinct, tangible advancein some particular.6. He must magnify his subject ; this to him must be the mostimportant of all subjects, and he must make his pupils thinkthe same.7. It must be a vital matter to him that his students learn.II. Lines of Investigation for Secondary SchoolTeachers.A. Linguistic.1. Word groups ; (a) according to a common root, (6) arounda central idea.2. History of words and history in words.3. Synonyms. Compare Latin and English in accuracy ofexpression of fine shades of meaning.4. The use of diminutives in Latin Literature, historicallypresented. The etymology of diminutives.5. The linguistic fads of Caesar, Cicero, and Vergil.6. Certain syntactic problems for comparative study in theauthors read; e. g. (a) the gerund and gerundive, (6) the infinitive, (c) the subjunctive, (d) case uses, (e) idiomatic expressions,(/) expressions of purpose.7. Figures of syntax.B. Metric.1. The Dactylic Hexameter in Latin.2. The native Italian meters.3. The accentual principle of rhythm versus the quantitative.4. Figures of prosody.5. Studies in quantity.C. Literary.1. Caesar and other Latin Historians compared: Sallust,Livy, Suetonius, Tacitus.2. Cicero's character revealed in his orations.3. Topics in Vergil. (Cf . H. & M. Verg.)D. Historical.1. What were the characteristics of the Augustan age whichmade it the golden age of Roman Literature ? Compare withthe Elizabethan age in English Literature.2. Compare the conditions in the later Republic and the post-Augustan Empire, and note the corresponding differences in theliterature of those periods.E. Specific Readings.1. Cicero, (a) Tusculan Disputations, Bk. I. Special topic:Trace the idea of the immortality of the soul through as manyauthors as possible* (6) Letters. Topic: Cicero's private life. 2. Vergil, (a) Eclogues. Topic: (1) Trace the history ofbucolic poetry ; (2) Trace the history of amcebean verse. (6)Georgics. Topic: Roman agriculture in literature. Cf. Cato,Varro, Vergil, Columella. t3. Horace. Satires. Topic: Roman privato life.4. Caesar and Tacitus compared as to their treatment ofGermany.5. English History, its foundation in Latin Literature. Cf.Caesar and Tacitus.F. Pedagogical.1. The advantages of the study of Latin to the averagestudent in your own classes.2. Methods of review ; of presenting the advance lesson.3. The laboratory method in the study of a language.4. How far can the inductive method be applied with success ?5. The eclectic method.III. The Study and the Recitation.A. The Study.1. What helps and suggestions for study should the teachergive his pupil ? (a) a preview of the next day's lesson, dwelling upon the especial points of difficulty; (b) assignment ofimportant topics for study suggested by the lesson ; (c) suggestions as to how to study with the greatest economy of time andmental force.2. Is the use of a translation in the study illegitimate ? If so,how can it be prevented ?B. The Recitation.1. What is a recitation ?(a) It is the student's opportunity (1) to report upon theresults of his own previous work, and (2) to seek light uponunsurmounted difficulties.(6) It is the teacher's opportunity (1) to test the student'sprogress in his work by questions upon the subject matter of hisstudy ; (2) to assist in formulating his newly acquired knowledge and getting it in proper form for permanent acquisition ;(3) to study with the student the questions and problemsinvolved in the lesson, and in so doing to help him not only to afuller knowledge of the subject, but to the best methods of study.(c) The recitation is therefore, even to a greater extent thanthe study, a workshop in which teacher and pupil work together.2. In view of this conception of the recitation, what should bethe method and extent of reviews ?3. What is the relation of the inductive method of study tothis conception ?4. Translation at sight, and reading without translation.5. What is the minimum length of an effective recitation ?IV. Translation.1. What is translation ? It is not merely a transfer of Ian-guage but of thought; it is the expression of thought, originallystated in one language, in terms of another. Such translationis possible only (1) as the thought is fully apprehended by entering into the spirit of the author ; and (2) as such correspondingterms are found as shall perfectly convey that thought to thoseto whom the language of the translation is the mother tongue.2. How shall the thought be apprehended? Methods oftranslation, (a) The sentence-analysis method. Objections to310 UNIVERSITY RECORDthis. (6) The Latin phrase-order method. The importance ofthis illustrated by examples of translation, (c) Three steps intranslation : literal ; good English as near as possible to the literal; a written literary translation, (d) The importance andvalue of reading (not merely pronouncing) Latin aloud, thesame passage again and again until its meaning is clear, (e)Translation at sight and hearing. What do these terms mean ?3. Is translation necessary or desirable ? The answer to thisquestion will depend upon the relative value attached to thepurposes of translation mentioned below. Can the thought beconveyed directly from the Latin language to a foreign readeror hearer without the intervention of his own language ? Compare modern languages.4. What are the purposes of translation ? (a) The mentaldrill acquired by a linguistic study which requires careful observation and analysis, perception of fine shades of meaning andof word relations, and judgment, (b) The enlargement of English vocabulary and perfecting of English style, (c) A familiarfirst-hand knowledge of the foreign literature.* Abstracts of talks by Assistant Professor F. J. Miller, July15, 22, 29, and August 5, 1896.The faculty of The University of Chicago is represented at many of the summer schools and conventionsof 1896. Prominent among these is Chautauqua.President Harper as principal of the CollegiateDepartment makes a weekly visit. While at Chautauqua he conducts a class in the "History of OldTestament Prophecy," in which about one hundredand twenty-five students are enrolled. He is alsogiving a series of Sunday Morning Bible Studies onHebrew Masterpieces. Thus far he has treated the"Ninetieth Psalm," the "Fifty-third Chapter ofIsaiah," the "Second Psalm" and the "Prince ofPeace" chapter from Isaiah. This work is done inconnection with the schools of Sacred Literature.In the same school Associate Professor Shailer,Mathews is giving to a class of fifty students a courseon the "Times of the Christ" to be followed in thesecond term by a course on the " Life of the Christ."Professor Mathews is also giving a course of publiclectures on " The French Revolution," and instructingclasses in New Testament Greek.In the School of English Language and LiteratureAssociate Professor William D. McClintock is teachingthe "Elements of Literature," "Wordsworth" and" Browning." Mr. and Mrs. McClintock are togethergiving a course on "Hamlet," and Mrs. McClintock isconducting work in "Chaucer." A Saturday morningconference on the teaching of English Literature isunder Mr. McClintock's charge. In the same department Dr. Edwin H. Lewis is giving courses in "Rhetoric and English Composition " and Is holding rhe- Every Man Shall Have His Own.fThe unalterable law of right is that each shall have his own.It is the law of nature as of man. Belief in the law constitutesfaith. Doubt of it leads to infidelity and rebellion. Men areprone to think they are overlooked in the dispensation of giftsand powers. Each tries to become something of himself, obeyspride or ambition, makes effort to deceive nature and avoid theinner call. No one can take what does not belong to him. Noone can successfully occupy a position for which he is not inherently fitted. The law of the spirit is an inner force. Externallaws are powerless to bind. Each one obtains the happinessprepared by the immortal gods. To live according to nature isto have mastery over health and happiness. The courage to beone's self leads to self-mastery. Defeat is impossible. Thegreat man is committed to the stream of power. Nature cannotforsake the right. The faith that trusts in the fulfillment of theself in the purposes of the present, and in the ultimate triumphof the good, is the highest and truest.fAbstract of an address delivered before The University,July 29, 1896, by Mr. John Vance Cheney.torical conferences intended for advanced students andpersons engaged in literary production. Over onehundred students are engaged in the study of one ormore of the courses in English.In the School of Historical and Social SciencesAssociate Professor George E. Vincent, who is vice-chancellor of the Chautauqua Assembly, gives twocourses of three weeks each in "The Province ofSociology" and "Social Psychology." In the sameschool Professor John W. Perrin of Alleghany College,who received his doctor's degree from The Universityin 1895, is conducting classes in "European History"and " Economics."In the School of Classical Languages Assistant Professor Alfred M. Wilson of the Lewis Institute is incharge of the Latin and gives instruction to aboutseventy students.Mr. S. H. Clark is the dean of the School of Expression in which work is conducted by Mr. Clark in the"Philosophy and Practice of Vocal Expression,""Literary and Dramatic Interpretation," "MentalTechnique and Practice in Rendering.'-'The names of Head Professor John Dewey, Dr.Joseph Agar Beet, Professor George Adam Smith andProfessor Rollin D. Salisbury appear on the generalprogramme.On the evening of the 2d of May a reception wasgiven to the students and professors from Michiganwho are connected with The University of Chicago.The Michigan Club of The University of Chicago wasOhirtatt lEbntts,UNIVERSITY RECORD 311formed, with a membership of fifty-two, and the following officers elected : President, Professor CharlesChandler; Vice-President, Mr. Newman Miller ; Secretary and Treasurer, Mr. Alexander Cumming. Thesecond meeting of the club, an informal reception atthe home qi Professor and Mrs. Charles Chandler,5731 Monroe avenue, was held on the evening ofthe 3d of August. The membership is now ninety-five. Several short addresses were made by ProfessorsGeorge H. Mead, Charles Chandler, Francis A. Blackburn and others. Professor Mead pointed out thegreat service the University of Michigan and theschool system of Michigan had rendered, and indicatedthe problem and the future of the University.Miss Caroline D. Castle of Honolulu, Hawaii, entertained those present with Japanese and Hawaiiansongs. Mr. Jiro Okabe explained the differencebetween our theory-practice education and the Japanese practice-theory education. Mr. Okabe and MissCastle were made honorary members.Regrets were received from President and Mrs.William R. Harper, Professor and Mrs. T. C. Chamber-lin, Professor and Mrs. C. R. Henderson, ProfessorsBernard Moses, Emory B. Lease, and Dr. Wm. Muss-Arnolt, Dr. Julius Stieglitz, E. A. Balch, Mr. andMrs. S. P. Budgett, Frank A. Manny, Mrs. Manny,Miss Louise R. Kirkpatrick, Louis G. Whitehead,Joseph F. Merrill, Albert Eycleshymer and JamesH. Harris. Among those present were Associate Professor Blackburn, Assistant Professor Mead,Professor and Mrs. Charles Chandler, Dr. and Mrs.Edmund Buckley, Mrs. William Hill, Mr. Robert W.Moore, and Messrs. Newman Miller, Fred A. Howe,Alexander Cumming, Jiro Okabe, H. N. Goddard, F.M. Sisson, Eugene C. Peirce, Carlos E. Conant, JohnL. Logan, and Misses Charlotte Underwood, AchsaParker, Caroline D. Castle, Vashti Chandler, MaryChandler, Ida B. P. Fleischer, Mary C. Gelston,Georgietta Kennedy, Grace Stayt, Nettie Stayt, MaraR. Needles, Alice R. Gilpatrick, Luella Chapin, Adelaide Baylor, Helen M. Walker, Eva C Durbin andNina C. Vanderwalker.The Cook County Teachers' Institute meets at TheUniversity during the week beginning August 31. Theexercises are open to the public. Several members ofThe University Faculty will take part. A moredetailed programme will be announced later.The Romance Club met Friday evening, July 31,at the residence of Professor J. D. Bruner. The paper of the evening was offered by Mr. Theo. L. Neff, on"Satire on women in olcj French lyric poetry," inwhich the reader gave some notion of his thesis. Thelatter part of the evening was given to social enjoyment and refreshments.Head Professor Dewey delivered a series of lecturesat Chautauqua last week on " Imagination in Education."The Dial of July 16 has for its leading article a discussion of " The University of Chicago." In the sameissue Dr. T. J. J. See has an article on " The Red PlanetMars."There appeared in the New York Herald of July 26a six-column article, giving the biography of TheUniversity's founder, John D. Rockefeller.The August Atlantic Monthly contains a discussionof the " Present Conditions of Literary Production,"by Professor Paul Shorey.The Macmillan Company have recently publisheda work by Professor Richard G. Moulton, entitled"Biblical Idyls."Mrs. Ella A. Moore has been appointed to a class-work instructorship in the class-study department ofthe University Extension Division of The University.On Monday Professor R. D. Salisbury delivered hislecture on "A Trip to North Greenland," at Chautauqua. Professor S. H. Clark also gave readings.Current events at the Morgan Park Academy arethe following :The exhibit of X Rays prepared for the Milwaukee Convention has been repeated by request at the Pine Lake ChristianCulture Assembly and at the Macatawa Park Chautauqua.On Saturday afternoon and evening, August 8, the ladies ofMorgan Hall will hold an ice cream festival on the Academylawn and in Morgan Hall, the proceeds to go to the aid of theSanatorium in Lincoln Park.A campaign debating club has been organized in the Academyto meet alternate weeks for the discussion of the financial question. The citizens of Morgan Park are invited to attend andtake part in the meetings. At the first meeting Mr. A. H. Nelsonpresented a resume of the coinage legislation of the UnitedStates.Mr. W. Waugh Lauder will give a lecture recital in BlakeHall Monday evening, August 10, on "Music in Education.Home and Church." The recital is given in the interests of theAcademy Athletic Association.312 UNIVERSITY RECORD2tf)r <ttalenlrar/August 7-14, 1896.Friday, August 7.Chapel. — 1:40 p.m.Public Lectures :Professor George T. Ladd, on " Philosophy ofReligion," 3:00 p.m.Dr. Ames, on "Alexander Campbell," 4:00 p.m.Assistant Professor Jordan on "The GermTheory of Disease," 5: 00 p.m. (see p. 307).Dr. James H. Breasted, on "History and Civilization of Egypt," 8:00 p.m. (see p. 307).Professor Moses, on "The War of Independence in South America," 4:00 p.m. (see p. 307).The Young Men's Christian Association, 6: 45 p.m.Graduate Section, Assembly Room, HaskellMuseum; College Section, Snell Hall.Pedagogical Club, Lecture Boom, Cobb LectureHall, 8:00 p.m.• Mathematical Club, Ryerson Physical Laboratory, 7:45 p.m.Saturday, August 8.Classical Club, B 2, Cobb Lecture Hall, 8: 00 p.m.(see p. 307).Sunday, August 9.Vesper Service. Head Professor H. P. Judson,4:00 p.m. (seep. 308).Monday, August 10.Term examinations begin.Chapel.— 1:40 p.m. (see p. 308).Public Lectures :Associate Professor Cutting on " Stellung undIdeale des schwabischen Dichterkreises,"4:00p.m. (seep. 307).Tuesday, August 11.Chapel.— 1:40 p.m.Public Lectures :Assistant Professor Geo. C. HowlaNd, on" Italian Literature," 5:00 p.m. (see p. 307). Divinity School Prayer Meeting, Lecture Room,Cobb Lecture Hall, 6:45 p.m.First Term of Summer Quarter closes.Wednesday, August 12.Second Term of Summer Quarter begins.General University Meeting, Chanel, Cobb LectureHall, 1:30 p.m. (see p. 306).Conference for Teachers of Latin, Lecture Room,Cobb Lecture Hall, 4:00 p.m. (see p. 307).Song Recital, Kent Theater, 5:00 p.m.Thursday, August 13.Chapel. — 1 : 40 p.m.The Young Women's Christian Association,Assembly Room, Haskell Museum, 12:30 p.m.Public Lectures :Dr. Rene de Poyen-Bellisle, on " Litteraturefrangaise," 5:00 p.m. (see p. 307).Professor Barnard on "Recent Progress inAstronomy," 8:00 p.m. (see p. 307).Friday, August 14.Chapel. — 1:40 p.m.Public Lectures :Head Professor Shorey on "The Poets asLiberating Deities," 5:00 p.m. (see p. 307).Assistant Professor Jordan on "The GermTheory of Disease," 5:00 p.m. (see p. 307).Dr. James H. Breasted, on "History and Civilization of Egypt," 8: 00 p.m. (see p. 307).The Young Men's Christian Association, 6:45 p.m.,Graduate Section, Assembly Room, HaskellMuseum; College Section, Snell Hall.Pedagogical Club, Lecture Room, Cobb LectureHall, 8:00 p.m.Mathematical Club, Ryerson Physical Laboratory, 7:45 p.m. (see p. 307).Material for the UNIVERSITY RECORD must be sent to the Recorder by WEDNESDAY, 12:00M.,in order to be published in the issue of the same week.